NCCRESt

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Staff Development

• Building Collaborative Cultures: Seeking Ways To Reshape Urban Schools
  This monograph concentrates on the components of collaborative cultures and how schools develop such collaborative cultures. Urban schools face unique challenges in the frequent lack of resources and the special needs of their often disadvantaged populations.
• Coalescing for Change: The Coalition for Education That Is Multicultural
  Describes the situational complexity of the "Coalition for Education That Is Multicultural," a teacher development group of continuous inquiry into practice by reflective practitioners interested in resistance and collective social action. Interviews with and observations of female members over six months provide information on vision, leadership, empowerment, transformation, and social action.
• Honouring Diversity in the Classroom: Challenges and Reflections. Diversity in the Classroom Series, Number One
  This document provides the framework for six other related documents in a series that focuses on diversity in the classroom. Section 1, "Introduction," explains that children in any Canadian classroom are not homogeneous, and such diversity presents teachers with challenges and obligations.
• Honouring Diversity in the Classroom: Challenges and Reflections. Diversity in the Classroom Series, Number One
  This document provides the framework for six other related documents in a series that focuses on diversity in the classroom. Section 1, "Introduction," explains that children in any Canadian classroom are not homogeneous, and such diversity presents teachers with challenges and obligations.
• Intercultural and Multicultural Education as Cultural Encounter and Reflection: Innovative Programs at the International Center for the Study of Education Policy and Human Values
  Describes the International Center for the Study of Educational Policy and Human Values at the University of Maryland. Asserts that it has achieved its two original goals of assisting experienced leaders to integrate an intercultural dimension into programs and develop model intercultural programs and training materials.
• Promising Practices
  Examines selected programs and methodologies in multicultural education designed to foster greater understanding of diverse cultures and lessen racial, class, and gender biases. Highlighted programs include a doctoral program in multicultural education and a staff development program for dealing with workplace diversity.
• Seeking Common Ground. In-Service
  The former superintendent of the Piscataway (New Jersey) Township Schools describes the hows and whys of diversity workshops for school-district employees. (LMI).
• Staff Development as Self-Development: Extension and Application of Russo's Humanistic-Critical Theory Approach for Humanistic Education and Social Action Integration
  Examines how Russo's humanistic-critical theory for social-action integration requires shifting staff development focused on knowing and caring about others to self-development that includes everyone. Rationale, resources, and successful action-practice models support and extend Russo's theory for responsible social-action education in a multicultural society.
• Successful Early Childhood Education in an Imperfect World: Lessons Learned from Four Northwest Schools. Program Report
  This report describes four innovative and culturally responsive early childhood education programs in Montana, Washington, Alaska, and Oregon. The introduction discusses developmentally appropriate early education and effective teaching practices.
• Successful Early Childhood Education in an Imperfect World: Lessons Learned from Four Northwest Schools. Program Report
  This report describes four innovative and culturally responsive early childhood education programs in Montana, Washington, Alaska, and Oregon. The introduction discusses developmentally appropriate early education and effective teaching practices.
• Supporting Teachers in Becoming Multicultural Educators: A Model Staff Development Program
  Describes a model of implementing multicultural education that uses a four-step process of awareness, knowledge, skills development, and action. Professional education is a key component of this program, which was evaluated in 1995 and 1996.
• Training Child Welfare Workers To Meet the Requirements of the Indian Child Welfare Act
  Describes a culturally sensitive program developed by the University of Washington School of Social Work, the Washington Department of Social and Health Services, and 26 Indian tribes in Washington State that trained 34 child welfare personnel to better implement the intent of the Indian Child Welfare Act of 1978. Contains program evaluation results and 14 references.
• Training Urban School Counselors and Psychologists To Work with Culturally, Linguistically, Urban, and Ethnically Diverse Populations
  Discusses the need to train urban school counselors and psychologists to address the needs of culturally, linguistically, urban, and ethnically diverse (CLUE) students, proposing a major CLUE philosophy training program to be incorporated into the existing degree sequence. Notes major competencies needed for multicultural training and presents key readings to help students and professionals familiarize themselves with the competencies.
• Visualizing the Vision
  Presents a lesson plan that is designed to engage school staff in thinking about, developing, and sharing their conception of what it means to be a "global school." Staff is divided into small groups with an emphasis on diversity. These groups then discuss and draw illustrations of global school models.